NIGHTMARISH THOUGHTS

NIGHTMARISH THOUGHTS Hello all, I interrupt the great back-to-school flow of these blogs to deliver a semi-personal, semi-existential rant. I am THIS close to ordering an e-book reader (the brand of which I will not specify but you should have an idea.) And then I dwell on the fact that you can soon checkout books from your public library via said e-book reader. First I’m like HEY! That’s great! And then I remember, the public library IS MY NO.1 MOST FAVORITEST THING ABOUT THE UNITED STATES OF AMERICA. Its an uniquely American institution.   At a time when budget cuts across the nation are slashing public libraries’ staff, programs, hours-of-operation, Do I really want to help undermine the value of the physical public library an air-conditioned, wifi-ed, water-fountained, educated, cultured safe haven? All of these consequences are fast-forwarding through my head like a scary movie, rolling like a fireball towards Fahrenheit 451. On the flipside, said e-book reader will be so convenient and I know I will love it. At this point, I am really scared of technology. It’s chasing away so many, so many things for convenience, efficiency, and power. And that’s also one thing you can’t change about technology: it won’t ever stop. You can stand back, observe but eventually fall behind and become obsolete like a floppy disk. I can hold my reservations about said e-book reader and put off buying it, but it won’t stop the Kindle 3, 4, 5, Nook Color, Metallic, Convertible, or whatever from coming out. It can only keep going, or we wouldn’t be where we are today. IN CONCLUSION: I wish I had a conclusion to this rant. And here I am, going back to Massachusetts Institute of Technology in less than 2 weeks. What tradition-bending innovations will arise in the upcoming year?? brb, figuring out life.

Hitlers Failed Coup - The Beer Hall Putsch

Ten years before Adolf Hitler came to power in Germany, he tried to take power by force during the Beer Hall Putsch. On the night of November 8, 1923, Hitler and some of his Nazi confederates stormed into a Munich beer hall and attempted to force the triumvirate, the three men that governed Bavaria, to join him in a national revolution. The men of the triumvirate initially agreed since they were being held at gunpoint, but then denounced the coup as soon as they were allowed to leave. Hitler was arrested three days later and, after a short trial, was sentenced to five years in prison, where he wrote his infamous book, Mein Kampf. A Little Background In the fall of 1922, the Germans asked the Allies for a moratorium on the reparations payments that they were required to pay according to the Versailles Treaty (from World War I). The French government refused the request and then occupied the Ruhr, the integral industrial area of Germany when the Germans defaulted on their payments. The French occupation of German land united the German people to act. So the French would not benefit from the land they occupied, German workers in the area staged a general strike. The German government supported the strike by giving workers financial support. During this time, inflation had increased exponentially within Germany and created a growing concern over the Weimar Republics capability to govern Germany. In August 1923, Gustav Stresemann became Chancellor of Germany. Only a month after taking office, he ordered the end of the general strike in the Ruhr and decided to pay reparations to France. Rightfully believing that there would be anger and revolts within Germany to his announcement, Stresemann had President Ebert declare a state of emergency. The Bavarian government was unhappy with Stresemanns capitulation and declared its own state of emergency on the same day as Stresemanns announcement, September 26. Bavaria was then ruled by a triumvirate which consisted of Generalkommissar Gustav von Kahr, General Otto von Lossow (commander of the army in Bavaria), and Colonel Hans Ritter von Seisser (commander of the state police). Though the triumvirate had ignored and even defied several orders that were directly from Berlin, by the end of October 1923 it seemed that the triumvirate was losing heart. They had wanted to protest, but not if it were to destroy them. Adolf Hitler believed it was time to take action. The Plan It is still debated who actually came up with the plan to kidnap the triumvirate -- some say Alfred Rosenberg, some say Max Erwin von Scheubner-Richter, while still others say Hitler himself. The original plan was to capture the triumvirate on the German Memorial Day (Totengedenktag) on November 4, 1923. Kahr, Lossow, and Seisser would be on a stand, taking the salute from the troops during a parade. The plan was to arrive on the street before the troops arrived, shut off the street by setting up machine guns, and then get the triumvirate to join Hitler in the revolution. The plan was foiled when it was discovered (the day of the parade) that the parade street was well protected by police. They needed another plan. This time, they were going to march into Munich and seize its strategic points on November 11, 1923 (the anniversary of the armistice). However, this plan was scrapped when Hitler heard about Kahrs meeting. Kahr called a meeting of approximately three thousand government officials on November 8 at the Buergerbrà ¤ukeller (a beer hall) in Munich. Since the entire triumvirate would be there, Hitler could force them at gunpoint to join him. The Putsch Around eight oclock in the evening, Hitler arrived at the Buergerbrà ¤ukeller in a red Mercedes-Benz accompanied by Rosenberg, Ulrich Graf (Hitlers bodyguard), and  Anton Drexler. The meeting had already started and Kahr was speaking. Sometime between 8:30 and 8:45 p.m., Hitler heard the sound of trucks. As Hitler burst into the crowded beer hall, his armed stormtroopers surrounded the hall and set up a machine gun in the entrance. To grab everyones attention, Hitler jumped onto a table and fired one or two shots into the ceiling. With some help, Hitler then forced his way to the platform. The National Revolution has begun! Hitler shouted. Hitler continued with a few exaggerations and lies stating that there were six hundred armed men surrounding the beer hall, the Bavarian and the national governments had been taken over, the barracks of the army and police were occupied, and that they were already marching under the swastika flag. Hitler then ordered Kahr, Lossow, and Seisser to accompany him into a side private room.  What exactly went on in that room is sketchy. It is believed that Hitler waved his revolver at the triumvirate and then told each of them what their positions would be within his new government. They didnt answer him. Hitler even threatened to shoot them and then himself. To prove his point, Hitler held the revolver to his own head. During this time, Scheubner-Richter had taken the Mercedes to fetch  General Erich Ludendorff,  who had not been privy to the plan. Hitler left the private room and again took the podium. In his speech, he insinuated that Kahr, Lossow, and Seisser had already agreed to join. The crowd cheered. By this time, Ludendorff had arrived. Though he was upset that he had not been informed and that he was not to be the leader of the new government, he went to talk to the triumvirate anyway. The triumvirate then hesitantly agreed to join because of the great esteem they held for Ludendorff. Each one then went onto the platform and made a short speech. Everything seemed to be going smoothly, so Hitler left the beer hall for a short time to personally deal with a clash between his armed men, leaving Ludendorff in charge. The Downfall When Hitler came back to the beer hall, he found that all three of the triumvirate had left. Each one was quickly denouncing the affiliation that they made at gunpoint and was working to put down the putsch. Without the support of the triumvirate, Hitlers plan had failed. He knew he did not have enough armed men to compete against an entire army. Ludendorff came up with a plan. He and Hitler would lead a column of stormtroopers into the center of Munich and thus would take control of the city. Ludendorff was confident that no one in the army would fire upon the legendary general (himself). Desperate for a solution, Hitler agreed to the plan. Around eleven oclock in the morning on November 9, approximately 3,000 stormtroopers followed Hitler and Ludendorff on their way to the center of Munich. They met up with a group of police who let them pass after having been given an ultimatum by Hermann Goering that if they were not allowed to pass, hostages would be shot. Then the column arrived at the narrow Residenzstrasse. At the other end of the street, a large group of police waited. Hitler was in the front with his left arm linked with the right arm of Scheubner-Richter. Graf shouted to the police to inform them that Ludendorff was present. Then a shot rang out. No one is sure which side fired the first shot. Scheubner-Richter was one of the first to be hit. Mortally wounded and with his arm linked with Hitler, Hitler went down too. The fall dislocated Hitlers shoulder. Some say that Hitler thought he had been hit. The shooting lasted approximately 60 seconds. Ludendorff kept walking. As everyone else fell to the ground or sought cover, Ludendorff defiantly marched straight ahead. He and his adjutant, Major Streck, marched right through the line of police. He was very angry that no one had followed him. He was later arrested by the police. Goering had been wounded in the groin. After some initial first aid, he was spirited off and smuggled into Austria. Rudolf Hess also  fled to Austria. Roehm surrendered. Hitler, though not really wounded, was one of the first to leave. He crawled and then ran to an awaiting car. He was taken to the home of the Hanfstaengls where he was hysterical and depressed. He had fled while his comrades lay wounded and dying in the street. Two days later, Hitler was arrested. According to different reports, between 14 and 16 Nazis and three policemen died during the Putsch. Sources Fest, Joachim.  Hitler. New York: Vintage Books, 1974.Payne, Robert.  The Life and Death of Adolf Hitler. New York: Praeger Publishers, 1973.ï » ¿Shirer, William L.  The Rise and Fall of the Third Reich: A History of Nazi Germany. New York: Simon Schuster Inc., 1990.

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Business Analysis and Valuation Exam Notes Free Essays

Topic 7: NOA1=NOA0+OIt – (C1-I1) NFO1=NFO0+NFE1 – (C1-I1)+d1 NFA1=NFA0+NFI1 – (C1-I1)-d1 CSE1=CSE0+OI1 – NFE1 – d1 NI1=OI1 – NFE1 (C1-I1) = d1+F1 d1=div+ share buyback – share issues F=net purchases of FAs – interest on FAs – net issue of debt + Interest on debt d=C-I+NFI-NFA d=C-I-NFE+NFO FCF=OI-NOA (Method 1) FCF=NFA-NFI+d (Method 2) FCF=NFO+NFE+d CSE=NOA+NFA/(-NFO) CSE1=CSE0+Earnt-dt Net Operating Accruals = OI1 – C1 or NOA – I1 If C-I-i d: lend or buy down debt. If C-I-i d: borrow or reduce lending. The rate of return from investing in a firms’ stock is its holding period return. We will write a custom essay sample on Business Analysis and Valuation Exam Notes or any similar topic only for you Order Now [(div+P1)/P0]. Topic 8: Reformulated CSE Statement CSE0 +Net transactions with s/holders +Share issues – Share buy backs – Dividends +Comprehensive Income +NI reported +/- securities avail. For sale +/- currency translations +/- hedging +/- prior earnings restatements CSE1 Table 8. 1 of Dirty Surplus Items: OI Items Changes in accting for contingencies Additional minimum pension liability Tax benefits of loss carry-forwards acquires Tax benefits of dividends paid to ESOPs Unrealized gains and losses on equity securities avail. For sale Some adjustments of deferred tax valuation allowances funding status of pension plans Financing inc (or exp) items Preferred dividends Unrealized gains on losses on debt securities avail. For sale Operating or Financing inc items F. C. translation gains (losses) Gains(losses) on derivative instruments for hedging purposes Restatement of prior years’ income due to accting principles. Bal/sheet items to be reclassified Credits to s/holders’ equity for stock compensation exp. Dividends payable. Topic 9: Effective tax rate for operations Tax on OIOI before tax ReOI1=OI1 – ( – 1) NOA0 Operating PM from sales OI from Sales (after tax)Sales Net CI Margin = CI/Sales RNOA = OI/Ave. NOA NBC = NFE/Ave. NFO RNFA = NFI/Ave. NFA ROCE = Earn (CI)/Ave. CSE OLLEV = OL/NOA Capitalization Ratio = NOA/CSE FLEV = NFO/CSE SPREAD = RNOA – NBC Reformulated Bal/sheet FAs: Cash equivalents S/T investments S/T notes receivable* L/T debt investments FLs: S/T borrowings Current maturities on L/T debt S/T note payable* L/T borrowings Lease obligations Preferred stock OAs OLs: All else Minority Interest CSE *notes are FA/Ls if they bear the mkt rate of interest. L/T equity investments are usually OAs if they are a 20% holding, recorded at mkt value if avail. for sale or, at cost if held to maturity. S/T equity/marketable investments are OAs if part of a trading portfolio. If used mop up excess cash = FA. Minority interest is a separate line item. And NOA – NFO = CSE + Minority Int. Reformulated Income Statement Net sales -Expenses to generate sales =OI from sales (before tax) -Tax on OI from sales +Tax as reported +Tax benefit from NFE – Tax allocated to other OI =OI from sales (after tax) Other OI (exp) requiring tax alloc. Restructuring charges and asset impair. Merger exps Gains/Losses on asset sales Gains/Losses on security transactions -Tax on other OI After-tax operating items Equity share in subsidiary income Operating items in extraordinary inc Dirty surplus op. items in Table 8. Hidden dirty surplus op. items OI (after tax) -NFE (after tax) +Interest exp -Interest inc. Realized gains/losses on FAs =NFE before tax -Tax benefit from NFE =NFE after tax Gains/loss on debt retirement +unrealized holding loss D-S items in Table 8. 1 (incl. Pref. dividends) Hidden d-s financing items -Minority Interest =Comp. Income to common Topic 10: Reformulated CF Statement CF from operations +Reported cash from op. Net cash interest payments after tax – CF from investing +Reported cash from inv. +Liquidation of assets +Sale of assets +Maturities of assets – Purchases of Assets Working Cash =FCF from op. ctivities Net Dividends +Dividends +Share buy back – Share issue +Net Debt Financing Cash and Cash Equivalents + net payments to d/holders and issuers =Cash paid for financing activities Topic 11: ROCE = RNOA+[FLEV(RNOA-NBC)] Implicit int. on OL= S/T borrowing rate (after tax) OL ROOA=OI+Implicit Int. (aft. tax)OA RNOA=ROOA+(OLLEVOLSPREAD)OLSPREAD = ROOA – S/T borrowing rate (after tax) ROA=NI+Int Exp (aft. tax)Ave Total Assets Minority interest is added to numerator if any. 2 Drivers of RNOA: RNOA = PM ATO PM = OI (aft. Tax)/Sales ATO = Sales/NOA (usually expressed as 1/ATO) PM Drivers: PM = Sales PM + other items PM Sales PM=Gross margin ratio – Exp ratios =GMsales-Admin. expsales-Sell. expsales-RDsales-Operating taxessales Other Op. items PM=subsidiary incsales+other equity incsales+Special itemssales+other gains and lossessales Drivers of ATO (1/ATO) can be broken down into ratios for the individual assets and liabilities. Drivers of NBC is calculated from the weighted average of the costs for different sources of net financing. NBC=FONFO? aft. tax int. on FOFO-FANFO? aft. tax on FAFA-FANFO? Unrealized gains on FAFA+Pref. stockNFO? Pref. DivPref. stock+†¦ Topic 12: OI = Core OI from sales + Core Other OI + Unusual Items RNOA=Core OI from SalesNOA+Core other OINOA+UINOA Core OI from salesNOA=Core sales PM? ATO=Core OI from salesSales? SalesATO NBC=Core NFENFO+UFENFO RNOA1=(core sales PM1ATO0) +(ATO1Core Sales PM1) +(core other OI/NOA)+ (UI/NOA) Changes in core sales PM are driven by variable and fixed costs. Sales PM = (Sales – VC – FC)/Sales Contribution Margin Ratio = 1 – (VC/Sales) OLEV=CM ratio/PM %Core OI=OLEV%Core sales CSE1=(sales11/ATO0) +[(1/ATO1)Sales1] – NFO1 Reformulated OI Core OI Core Sales Rev. Core CoS = Core GM Core Op. Exp. = Core OI from sales bef. Tax Tax on core OI from sales +Tax as reported +Tax benefit from NFE Tax alloc To core other OI Tax alloc to UI = Core OI from sales + Core other OI + Equity income in subsidiaries + Earnings on pension assets + Other continuing inc not from sales Tax on core other OI = Core OI Unusual Items Special charges Special liability accruals Nonrecurring items Asset write-downs estimates Start-up costs expensed P/L from asset sales Restructuring charges P/L from discon operations Extraordinary op items Accounting charges Unrealized g/l on equity investments Gains from share issues Currency gains and losses Derivative g/l (operations) Tax allocated to unusual items = Comprehensive OI Topic 13: Earnings component: i) Operating income (ii) Net financial expense (iii) Earnings Book value component: (i) NOA (ii) NFO (iii) CSE Residual Earnings measure: (i) ReOI1 = OI1 – (F – 1) NOA0 (ii) ReNFE1 = NFE1 – (D – 1) NFO0 (iii) RE1 = Earn1 – (E – 1) CSE0 Value of NFO: V0NFO=NFO+ReNFET? D+CVT? DT Value of NOA: V0NOA=NOA0+ReOIT? F +CVT? FT Value of Equity: V0E=CSE0+ReOIT? F+CVT? FT NFO is usually measured at market value. Therefore forecasted ReNFE are zero. Usually: VoE=V0NOA-V0NFO But with ReNFE = 0, VE = VNOA Drivers of RE: RE1 = [ROCE1 – (E – 1)] CSE0 (1) amount of s/holders’ investment (2) rate of return on investment relative to E. Drivers of ReOI: ReOI1 = [RNOA1 – (F – 1)] NOA0 (1) amount of NOA put in place (2) profitability of assets relative to F. Drivers of ReNFE: ReNFE1 = [NBC1 – (D – 1)] NFO0 (1) amount of net financial debt (2) NBC relative to D. AEG Measure (i) AOIG=[OI1 + (F – 1)FCF0] – FOI0 (ii) ANFEG=[NFE1+(D – 1)F0] – DNFE0 (iii) AEG=[Earn1+(E-1)d0] – EEarn0 V0NOA=1? F-1OI1+AOIGT? F Cost of capital: ?E=? F+VoDV0E? F-? D P/B Ratio: V0ECSE0=V0NOANOA0+NFO0CSE0V0NOANOA0-1 Forward P/E ratio: V0EEarn1=V0NOAOI1+ELEV1V0NOAOI1-1NBC1 ELEV = NFE/Earnings Trailing P/E ratio: V0E+d0Earn0=V0NOA+FCF0OI0 +ELEV0V0NOA+FCF0OI0-1NBC0-1 How to cite Business Analysis and Valuation Exam Notes, Essay examples

Interpersonal Communication and Conflict Negotiation

Question: Discuss about the Interpersonal Communication and Conflict Negotiation. Answer: Introduction Interpersonal communication possesses a direct influence on the organizational culture. Interpersonal communications play an important role in the business environment of an organization. According to Knapp et al. (2014), the confusion and misunderstandings can be considered as significant factors that can damage the business environment and an ultimate failure of the company within the industry. This particular discourse will discuss the essential factors that affect interpersonal communication. This study will also reveal the consequences of the cultural misunderstandings in the business environment. Employees of the business organization work together for sharing a special kind of bonding in order to deliver their best job performances. The maintenance of proper and adequate interpersonal communications helps the associated stakeholders to reduce and avoid any cultural misunderstandings as it can damage the positivity of the workplace and the business environment. On the other han d, interpersonal communication possesses enough capabilities for making a healthy interpersonal relationship and creating positive ambiance. Discussion As opined by Wood (2015), the concept of culture and interpersonal communication is closely associated with the sensitivity to the cultural differences. The economic condition of a company depends on the basic ability to communicate in an efficient and effective manner across various cultures. However, there is a huge contradiction regarding the influence of technology has made the interpersonal communication easier than the traditional mode of trading. Even the use of internet has made the process of intercultural communication easy as the multinational corporations can collect relevant news related to the business across the world. The perception of self in the interpersonal communication plays a pivotal responsibility for communicating with the rest of the world. The perception of self in interpersonal communication examines and identifies the core relationship in between the fundamental concepts of the communication and the self-identity. It helps to learn about the traits of an adaptive and self-aware communicator. Biocca and Levy (2013) have mentioned that the perception of self in interpersonal communication provides the facts on self-esteem. With the proper interpersonal communication, an individual can explore various paths of improving own communication skill and style in order to deal with other individuals from different cultural background within the workplace. There are different types of perceptions regarding the self in interpersonal communication and this perception possesses several stages. An individual should find out the ultimate consequences of the self-satisfying prophecies in the entire communication process. An individual can consist own thoughts and feelings regarding own strengths and weakness. Madianou and Miller (2013) have referred that from the social comparison, own evaluation and interpretation, others images concerning the particular individual and the actual cultural teaching process help to develop the perception of self in interpersonal communication. Interpersonal communication suggests the process with which the people exchange relevant information and feelings through verbal and non-verbal messages. Interpersonal communication of an individual involves not only the transmitting process of the messages; however, it also includes the facial expressions, tone of the voice, body languages and gestures. According to Berger (2014), the elements of the interpersonal communication suggest the communicators, messages, context and feedback. The implication of the interpersonal communication includes the process of collecting and providing relevant information. On the other hand, the culture and interpersonal communication influence the behavior and the attitudes of the individuals. With the proper employment of the interpersonal communication, an individual is capable of forming important contacts and to maintain appropriate relationships with the making sense of the world and its notion of experiences. Interpersonal communication also helps to express the personal requirements and there is constant growing of the sense of understanding the requirements of the other associated employees within the organization. Berger (2014) has suggested that interpersonal communication can be considered as irreversible, inescapable and complicated, however, it is necessary for the psychological, relational, environmental, cultural and situational context. In this essay, there will be a discussion on the cultural context, which engages all of the learned rules and behaviors that may affect the process of interaction or communication. It is noteworthy to mention here that the cultural aspects differ from one country to another. Interpersonal communication helps to earn the process of dealing with the individuals from different cultural background (Fussell and Kreuz 2014). Listening can be understood as the most fundamental component of the interpersonal communication skills. The skill of active listening can be improved and acquired with the practices. There are contradictions related to the active listening process as it is difficult to master and will and it takes patience and time for development. Concentration is the key component of active listening as it involves every sense and notion in order to provide a full attention to the message of the speaker. The listener should be conscious during the decision-making process and there should be capability of the listener for understanding the actual messages of the speaker. Active listening always promotes the non-judgmental and neutral decision. Hewes (2013) has determined that active listening considers the short periods and the patience pauses of the silence during the communication. Active listening always provides scope and opportunities to explore the feelings and thoughts of the message provide rs. It has been assessed that the procedure of active listening does not focus solely on the speaker and its messages; however, it reveals both the verbal and non-verbal signs of the listening. The non-verbal signs of active listening can be determined by smile, posture, eye contact, and distraction and mirroring. Hearing and listening cannot be considered as same thing and in order to be a good and patient listener, an individual should possess much more than letting in the audible stimuli. Often people fail to consider the impish link in between the necessity of the interpersonal communication for making a strong and stable bond with others. On the other hand, Monaghan et al. (2012) have mentioned that listening suggests a learned communication skill. It is often difficult to understand the characteristics of a good listener, however, it can be understood when another person is not listening to the former person. As opined by Hynes (2012), listening is a transactional and dynamic process of receiving the message and responds to the recalling or the other messages from the sender. In the interpersonal communication, an individual usually makes sense of the received messages of another communicator. Listening has been determined as dynamic only because it plays a pivotal role in the interperso nal communication. On the other hand, listening has been concerned as transactional as both the receiver and sender of the message are active agents in the entire process. Some of the critics have criticized the process of listening as a two-way street as it merely reveals the fact that listening is necessary, however, it is insufficient for maintaining the relationships in between the sender and the receiver of the messages. The major four components of the listening process consist of receiving, responding, recalling and rating. Verbal, nonverbal, emotional and conversational messages are significant for mitigating the consequences of the cultural understandings in the business environment of an origination. It has been evidenced that every individual employs a vast range of the paralinguistic mechanisms and nonverbal messages for expressing own emotion. All of the non-verbal and emotional messages can be concerned the facial gestures, facial expressions, tone of the voice and postures. In todays competitive business world, the business experts utilize not only the verbal communication, however, concentrates on the non-verbal and emotional messages as it can be determined to interact with the other persons in proper manner. However, there are still contradictions regarding the implication of nonverbal messages as it often fails to reveal the intense emotional state of an individual. As opined by Tzonis et al. (2012), during the crucial decisionmaking a session, it is next to impossible to communicate with th e emotional or non-verbal messages. On the other hand, the non-verbal communication shows the intentional signals of the emotional condition and reveals the limited value of communication with the help of emotions in this rational world. The interpersonal communication involves much more than the exact meaning of the words than the conveyed messages or the information. A nonverbal message suggests implicit messages, which are expressed through the non-verbal behaviors of an individual. On the other hand, a non-verbal message conveys the fundamental relationship in between two people and provides feedback to the other person. Emotional communication regulates the fundamental glow of the communication process by signaling to other individuals. Manning (2014) has referred that the non-verbal communication is an integral and complex part of the entire communication styles and skills. In most o the cases, the people are unaware of their own non-verbal behavior and fails to understand its necessity in the interpersonal commu nication for reducing any issues related to the cultural misunderstandings in the business environment. Burnside-Lawry (2012) has suggested that the verbal communication has been proved as an effective interpersonal communication instead of the implication of the non-verbal or the emotional communication process. However, the effective use of non-verbal communication can be learned from the experts as it can develop the communication styles and skills of the individual. The conversational messages involve greeting, phatic communication, such as small talk, establishment of relevant connection for opening channels for further interaction. Conversational messages can be denoted with the sets of conversation, relatively informal type of social interaction. The consequences of the cultural misunderstandings have a large impact on the individuals and the business operations of an origination. It is essential for the management and higher authority of the company to overcome any kind of issues related to the cultural misunderstanding with employing potential communication skills. In order to mitigate the cultural differences, the management should learn at first the process of dealing with people from various cultural backgrounds. The different cultural background can be determined by completely different mannerisms, gestures, and customs. Cultural misunderstandings also possess the language barriers and the tone of the voice (Weger et al. 2014). For instances, the nations like Germany and America, a business associate interacts in aggressive or assertive tone in order to share their ideas or suggestions. On the other hand, In Japan and China, a person speaks in a soft and passive manner for communication. During the marketing campaign or launching a new product, there may be some problems regarding the cultural misunderstanding because of different cultures. Some cultures possess a strong sense and notion of nationalism for conducting business in other countries in this era of globalization. On the other hand, there are effective recommendations for mitigating issues that evolved from cultural misunderstandings (Wolvin 2013). Technology enables every individual to stay connected with the other and it reduces the cultural misunderstandings in an efficient manner. The video conferencing and the international phone calls help to solve the cultural misunderstandings and the conflicts. From various researches, it has been revealed that to maintain a potential communication with the individuals from different cultures is challenging. The cultures provide individuals with different ways of thinking, hearing, seeing and interpreting the entire world. In this era of globalization, diverse cultures influence collides and mix together. Considering the basic degree of today's business world, the knowledge and skills of culture and mentality require essential skills to deal business functions. Intercultural contact enhances the potentiality of an individual and helps an organization to continue its business in the international market (Hung and Lin 2013). Conclusion This particular study clearly discusses several factors in detailed manner that are responsible for the interpersonal communications. It also outlines the ultimate consequences of the cultural misunderstandings in the business environments. This essay concentrates on the culture and several aspects of the interpersonal communication. At the end of the study, it can be understood that in order to avoid any kind of conflict, it is the best policy for avoiding any political discussion and negative discussion on the cultural aspects. In this study, there is also mention of type of barriers of interpersonal communication, which may influence the performance of an employee and ultimately of the entire business activities of an organization. There are recommendations to mitigate such issues related to the interpersonal communication in a proper manner. References Berger, C.R. ed., 2014.Interpersonal communication(Vol. 6). Walter de Gruyter GmbH Co KG. Berger, J., 2014. Word of mouth and interpersonal communication: A review and directions for future research.Journal of Consumer Psychology,24(4), pp.586-607. Biocca, F. and Levy, M.R. eds., 2013.Communication in the age of virtual reality. Routledge. Burnside-Lawry, J., 2012. Listening and participatory communication: A model to assess organization listening competency.International Journal of Listening,26(2), pp.102-121. Fussell, S.R. and Kreuz, R.J., 2014.Social and cognitive approaches to interpersonal communication. Psychology Press. Hewes, D.E., 2013.The cognitive bases of interpersonal communication. Routledge. Hung, K.P. and Lin, C.K., 2013. More communication is not always better? The interplay between effective communication and interpersonal conflict in influencing satisfaction.Industrial Marketing Management,42(8), pp.1223-1232. Hynes, G.E., 2012. Improving employees interpersonal communication competencies: A qualitative study.Business communication quarterly, p.1080569912458965. Knapp, M.L., Vangelisti, A.L. and Caughlin, J.P., 2014.Interpersonal Communication Human Relationships. Pearson Higher Ed. Madianou, M. and Miller, D., 2013. Polymedia: Towards a new theory of digital media in interpersonal communication.International Journal of Cultural Studies,16(2), pp.169-187. Manning, J., 2014. A constitutive approach to interpersonal communication studies.Communication Studies,65(4), pp.432-440. Monaghan, L., Goodman, J.E. and Robinson, J.M., 2012.A cultural approach to interpersonal communication: Essential readings. John Wiley Sons. Tzonis, S., Tzonis, A., Pavillard, C., Fivaz, M.C. and Bachmann, J., Webdoc Sa, 2012.Platform enabling web-based interpersonal communication within shared digital media. Pp.13/241,394. Weger Jr, H., Castle Bell, G., Minei, E.M. and Robinson, M.C., 2014. The relative effectiveness of active listening in initial interactions.International Journal of Listening,28(1), pp.13-31. Wolvin, A., 2013. Understanding the listening process: rethinking the one size fits all model.International Journal of Listening,27(2), pp.104-106. Wood, J.T., 2015.Interpersonal communication: Everyday encounters. Nelson Education.

Top Tips to Write Compare and Contrast Essay Conclusion

An outstanding essay must have three main parts: Introduction Body paragraphs and Conclusion Introduction is used to grab the reader’s attention; the body consists of three or four paragraphs supporting the hypothesis and main argument of the essay, while the conclusion is the last and final chance to leave an impression on a reader. It is necessary that the conclusion of your essay must be written in a way that it forces the reader to give you full marks; in short it must be the best part of any essay. Writing a conclusion is one of the most difficult parts of writing an essay in which usually many writers feel that they are completely out of the words. A good conclusion must: Leave an impression on your professor. Give a sense of wholeness to the essay Stress the significance of the hypothesis Here in this article we share top tips on how to write a conclusion of a compare contrast essay. Have a look: What is compare contrast essay: A compare contrast essay in simple words is also called a comparison essay in which the writer compare two objects or ideas and present their similarities and differences. The main focus of the writer here is on the scope and length of an essay. The conclusion here is also the main part of an essay that must not only paraphrase the thesis statement, but also share the opinion of the author. Paraphrasing the hypothesis: The hypothesis is a sentence that gives an idea to the reader what your essay is all about. It is necessary that the first sentence of the essay conclusion must be the paraphrase or restatement of the hypothesis. The opinion of the author: The body paragraph should usually include the objective information, the conclusion must contain about two sentences eloquent the writer’s opinion, but make sure that there will be no use of â€Å"I† in the conclusion of the essay, as it is not allowed in formal essay writing. The scope of the conclusion: Do not write too much in the conclusion other than the paraphrase hypothesis and the writer’s short opinion. The conclusion is not a story and don’t try to introduce something new or unrelated information in it otherwise the reader will at once reject your essay or will give you low grades. Make sure all the information you mentioned here must be from your introduction or body paragraphs and the scope of the conclusion must be limited to what you have already mentioned in your essay. Remember to always end your conclusion with your opinion. Above are some tips to write a great compare contrast essay conclusion. If you want to make your compare contrast essay conclusion, outstanding and want to get good grades then it is necessary to carefully follow each and every step. Best of luck for your next essay.

How Many Volunteer Hours Do You Need for College

How Many Volunteer Hours Do You Need for College SAT / ACT Prep Online Guides and Tips Community service is one of the most popular extracurricular activities for high school students to do in their free time. There are hundreds of ways that high school students can get involved in their communities. There is really something out there for everyone, no matter what your personal interests are! Admissions officers also love to see community service on college applications. Having community service experience means you're passionate about making a difference in the world and are ready to take action and be involved. But how many community service hours for college do you actually need in order to make sure your contribution is â€Å"good enough† for admissions officers? Is there a certain numberof hours that you need for different schools? Read on to find out! Do You Need to Complete a CertainNumberof Volunteer Hours for College? As a rough guideline, anything between 50 and 200 hours is going to sound impressive and show that you have made a commitment.However, once you get above 200 hours, you should start to consider if your free time could be better spent doing something else. Unfortunately, there is no one magic number of community service hours that is going to be your golden ticket into college. Grades and test scores will always come first. Though community service work can showcase an aspect of your personality and make admission officers see you as a good citizen and leader, it isn’t going to guarantee admission on its own. Even if youhave spent 500+ hours on volunteering, admissions officers won'thold spots open for you based just on that. You still need to be the full package. So treat volunteer work as you would any other extracurricular activity. If this is what you choose to do with your time, make sure that it counts. Fortunately, a recent study by DoSomething.org will help you to do just that. They asked admissions officers from 33 of the top 50 colleges for guidance on how they judge community service as an extracurricular activity. Their answers are a great guide towhat admissions officers are actually thinking when they see your community service hours on your application. You may be surprised to learn thatthe number of hours you spend doing community service is notthe most important focus. In fact, most admissions officers say thatthey care more about what you have done, why you are doing it, and what you are getting out of it. As long as you can adequately explain these things, they don’t care as much about the number of hours you spent doing it. Two-thirdsof college admission officers say that it’s not possible to have too many community service hours. As long as it’s not affecting your grades or other parts of your life, you can volunteer to your heart’s content. But the opposite is also true. As long as you have made a valuable contribution that you can explain, most admissions officers are probably not going to discount community service work that you have done just because you haven’t spent enough hours doing it. How Should You Allocate Your Volunteer Hours? So if your goal is 50-200 hours, how should you spend that time? In general, it'seasier and takes fewer hours to havean impact if you keep volunteering for the same project, instead of spreading yourself across several different projects. Try to find a project that you can spendat least fifty hours on.If you have much less than this, most admissions officers will not be convinced that you have dedicated enough time to really be making a difference. Be intelligent about how you spend your free time if you're going to dedicate more hours. However, once you get above 200 hours, you should start to consider if your free time could be better spent doing something else. At the end of the day, 500 hoursis not going to seem that much more impressive than 200 hours,and those are hours that probably couldbebetterspent elsewhere, such as on other extracurriculars, getting top grades, or test prep. If the numberof hours you spent doing community service isn't the most important thing that admissions officers are looking for, then what DO they want to see in your community service? What Do Admissions Officers Want to See in Volunteer Work? There are three main qualities that you should be showing inyourcommunity service work: commitment, passion, and leadership.The best students will also use their community service experience as an opportunity forreflection. #1: Commitment You can show commitment by being involved in your chosen project over a long period of time. In the DoSomething study, 70% of admissions officers said they would prefer to see long-term dedication to an unglamorous cause such as local service work instead of a short-term commitment to something flashy like volunteering abroad. Furthermore, 60% of admissions officers would prefer to see students who have made a commitment to just one cause over their high school careers. Why? They're more interested in seeing what you can accomplish when you're dedicated and put your mind to it than they are by a longer list of volunteer activities. One officer noted,â€Å"Longevity and dedication are traits necessary for collegiate success.† Long-term commitment shows passion and dedication. Over 60% of admissions officers say that they would like to see service that goes back to the beginning of high school, and 15% more say that the service commitment should start before high school. But what really matters is that you have been volunteeringfor a long enough time that you have actually made a difference in the community and your own development as well. #2: Passion To showpassion, doa community service activity thatrelates to something thatyou're already interested inor care deeply about. If you have a certain interest, community service can be a great way to explore it. For example, if you're passionate about animals, you could consider volunteering at an animal shelter. As mentioned above, long-term involvement is important. Students who already care about a cause are more likely to make a long-term commitment. Working in an area you care about also shows thatyou can take action to improve things where you see a need, which is a great trait that admission officers look for. Also, the more you can talk about why you care about a cause, the more sincere you will seem in your efforts. #3: Leadership You can show your leadership skills by managing others and being in charge during an event or activity. You can also show leadership by being responsible for motivating others to succeed. As with any extracurricular, schools are interested to see how you've taken charge and made your extracurricular activity better than you found it.Colleges want to admit people who will change the world, and leaders have a better chance of doing this.Over 50% of admissions officers thought that having a founding or leading role in your volunteer work was the most important quality that you could show them. #4: Reflection The best students who have done community service work will also be able toreflect on how their work has made a difference, both to others and to themselves. Students should ask themselves if their community service projects have actually made a positive contribution to society. After all, that is the point of community service. Successful community service can be a lot trickier to gauge than success in other extracurriculars. Ask yourself if you have accomplished what you set out to do and who is better off because of your work. Also, check to see thatyou understand whythe work you've done is important and how you've made an impact. Students who can reflect on these aspects are more likely to impress admissions officers because theyshow that they are thoughtful and have dedicated themselves for sincere reasons – not just to have something to list on their resume. Ask yourself, have you spent enough time doing community servicethat you have actually made a difference?If you just showed up and did some hours for the sake of a better resume, admissions officers won't be impressed. Finally, what kind of experience have you gained? In particular, admissions officers are looking for leadership experience, as mentioned above. However, they're also interested instudents who have become more mature and developed in other ways as a result of their community service. If your service work has made you more empathetic, for example, this would also be a greatthing to write about. Students who can reflect on these aspects are more likely to impress admissions officers becausethey canshow that they did community servicefor sincere reasons – not just to have something to list on their resume. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Do Admissions Officers NotWant to See? Many students willdo community service work for the wrong reasons - and it willshow. Admissions officers are always on the lookout for students who volunteer just to fulfill a quota. If you talk about your experience in terms of hours instead of causes and accomplishments, this can be a red flag. Words like â€Å"required† and â€Å"mandatory† are also red flags for admissions officers. If community service was required by your high school, even if you did productive and meaningful work, don't describe it in a way that makes it sound like you were forced to do it. This can make admissions officers feel you hada negative relationship with the work you accomplished and only did it because you had to. If it’s obvious that you are only doing community service work so that you can list it on your application, admissions officers would prefer that you leave it out. As with any other extracurricular activity, you should only list it if it’s beensignificant to your development. The Bottom Line Though all extracurriculars are theoretically equal, I would still recommend that you have some typeof community service on your application if you have the means to do so. This is especially important when applying to top schools. Try to have a project that you have committed at least 50 hours to.If you want community service to be your main extracurricular activity, try to dedicate even more time over several years. Though most officers say that all activities are totally equal and can show the same traits, some admissions officers for top schools say that community service can be mostconspicuous on an application if it'scompletelyabsent. This is especially true in applications for the most competitive schools, where most students will have done some volunteer work. However, also keep in mind that community service is not mandatory, especially if you have a good reason for not having done it.Almost 100% of officers say that there are many ways that you can show you are a good citizen and leader that DON’T involve community service. This can be accomplished through other extracurriculars, work experience, or helping out your family if that is what your personal circumstances require. What's Next? If you need some inspiration, check out our list of 129 community service activities that you can try. Want to find your own project? Here are the 9 best places to do community service. Not sure that community service is worth your time? Learn about some of the ways that community service can benefit you. Did you know that doing community service can help you pay for college?Check out our list of community service scholarships that you can win! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: